Mentoring is essentially about the mediation of professional learning. This review presents a synthesis of the studies published in Teaching and Teacher Education (39) on mediation in mentoring. The first part positions these studies in relation to three distinctive domains: 1) Mentors' performance and behaviors; 2) Mentors' reasoning, beliefs and identity formation and 3) The place of culture, context and discourse in mentoring. These domains run as parallel themes along the timeline of studies examined, crossing geographical areas, periods, and contexts of pre-service and in-service education. The second part examines nine selected articles, representative of the identified domains.
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© 2014 Elsevier Ltd.
- Professional learning
- Teacher education
ASJC Scopus subject areas